Faculty Efforts Research Articles

Comparing effectiveness of teaching interventions in online lab-based physical geography general education courses

ABSTRACT To improve student outcomes in four-credit asynchronous online physical geography classes that included a lab component, we employed three different experimental techniques in spring 2022. Fifteen faculty who collectively taught 24 sections of Introduction to Landforms or Weather and Climate modified one element of their course to foster improved student performance. Interventions in these science general education classes targeted student engagement and procrastination and included staggering deadlines, increasing the number of emails sent, and meeting with students one-on-one. Comparison of control versus experimental sections yielded mixed results demonstrating that faculty efforts to improve classes may not always have the intended effect. This suggests faculty should assess changes made to their class to determine if student outcomes improve.

Reducing the Gap: A Phenomenological Study of Student-Faculty Interaction Experiences of International Students in Korea

This phenomenological study explored lived experiences of student-faculty interactions of undergraduate international students in Korea, in a higher education context where direct contacts between professors and students are infrequent. Guided by Astin’s theory of student involvement, the study investigated students’ experiences of direct interaction with faculty members, inside and outside the classroom. Seventeen foreign students participated in semi-structured interviews, during which they shared experiences, recollections, and perceptions of direct interactions with professors. Participants explained how certain factors, such as professor demographics, language proficiency or means of instruction, influenced the quality and frequency of interactions. They also expressed a clear desire to reduce the distance with faculty and connect beyond course-related content. Through the lens of Astin’s I-E-O model, findings reveal how the Korean higher education environment, including professor demographics, means of instruction, language, and power dynamics, have the most impact on student-faculty interaction experiences for international students. Such results address a gap in the literature and may inform administrators and faculty efforts towards genuine internationalization of Korean higher education, of which international student recruitment is a crucial element.

Why are medical students so motivated to learn ultrasound skills? A qualitative study

BackgroundThe introduction of ultrasound (US) courses into medical undergraduate courses is usually met with a particularly high level of student motivation. The reasons for this are unclear. The aim of this study was to investigate the factors that contribute to undergraduate medical students’ motivation to learn US skills. Understanding what motivates students to learn US will inform the efforts of faculty to foster students’ motivation to learn.MethodsWe carried out in-depth semi-structured one-to-one interviews with medical students participating in an optional US course at two Swiss universities. The interview guide consisted of 10 main questions. The content was informed by experts in the field of medical education and US, as well as by a literature review of motivation theories for learning, in particular by self-determination theory (SDT). SDT was used to guide the development of the interview guide and to reflect on the resulting themes in the discussion section. The interview guide was piloted with two medical students. The interviews lasted an average of 45 min and were audio recorded and transcribed. Thematic analysis was used to analyse the data.ResultsFourteen undergraduate medical students in their preclinical (year 3) and clinical studies (years 4 and 5) elaborated on a wide range of reasons for their high motivation to learn US. They were motivated for US training because of the positive nimbus of the US modality, emphasising the advantages of visualisation. Students acknowledged the potential professional benefits of learning US and described it as a fun, exciting group activity.ConclusionsThe four themes we found in our analysis can all be related to the three universal needs described in SDT. The strong focus on the visual aspect and the positive nimbus of the modality goes beyond that and reflects the visuo-centric Zeitgeist, which claims the superiority of visual information over other data. Educators should be aware that motivation to learn is affected by the Zeitgeist and ensuing preconceptions, such as the perception of the positive nimbus surrounding a topic. Other key elements that can be implemented to motivate students are just-in-time feedback, enabling group experiences and creating awareness of the clinical relevance of learning content.

The Evolution of an Online Geoscience Lab Course: Experiences from a Regional University

This article seeks to provide a template for faculty to address the challenges of teaching an online lab science course and the efforts of faculty and staff to ensure quality, academic integrity, and student success by relating our university’s experience in developing and continuing to evolve our geoscience lab course for online delivery over twenty years. After a brief review of the literature surrounding the pedagogy and challenges of teaching online lab science course, the bulk of this article will address UT Martin’s path navigating from early iterations of general education Geology lab courses to the versions offered currently.

Cultivating social justice and anti-racism across the curriculum: A school of communication case study

ABSTRACT The curriculum review and transformation project reported in this paper represents an intentional and collaborative effort of faculty and administrators in one academic department to implement meaningful changes in undergraduate curricula. Supported by two internal grants from the university, this three-year project included all faculty and administrators of the department. A systematic comparison was conducted between course syllabi content before and after the curriculum content intervention. Results identify changes in syllabi, course learning objectives, units/topics covered, and readings/course materials. Discussion provides implications for curriculum revision and suggestions for best practices to integrate diversity, equity, and inclusion across curricula.

Indigenous cultures and communities in higher education teaching and learning

Our initial impetus for this project stems from the development of UNCP’s Indigenous Cultures & Communities (ICC) graduation requirement and the efforts of individual faculty representing disciplines in the arts, education, humanities, library, and nursing to redesign class activities and courses and share models and templates for readers’ use and adaptation in incorporating Indigenous-centered pedagogies in their own courses. We have curated our practical and philosophical methods for engaging Indigenous knowledge and using Indigenous-centered pedagogies in college courses and curricula through the lens of faculty efforts to redesign their courses in support of a newly instituted graduation requirement focused on Indigenous cultures and communities.

Open Educational Resources: Collaboration between Community College Librarians and Faculty

Open educational resources (OER) provide college students with course materials on the first day of class, ensuring an equitable learning experience for all. Faculty are the driving force behind OER but need more support to understand, locate, and evaluate resources. Faculty and librarian collaboration can bridge together ideas and resources to benefit students. The researchers used a qualitative case study to understand how faculty and librarians collaborated at a community college to adopt OER. The primary researcher interviewed librarians and faculty to understand their experiences of working together to promote and adopt OER at their campus. The researchers analyzed data from the participants which revealed seven primary themes consisting of communication, student benefits, faculty hesitancies, departmental and administrative decisions, librarian partnerships, and campus repository building. Findings revealed how the collaborative efforts of librarians and faculty helped move OER initiatives forward.  

Faculty Perspectives on Inclusion, Diversity, Equity, and Access (IDEA) in Online Teaching

This study contributes to a better understanding of instructors’ perceptions of equity issues within online teaching and learning. The researchers conducted interviews with 21 instructors at one university across disciplines regarding their experience with, and recommendations for, attending to issues of inclusion, diversity, equity, and access (IDEA) in online teaching. Findings revealed that instructors characterized online teaching and IDEA issues as distinct skillsets and that they were not necessarily prepared to apply IDEA issues in online teaching. Participants also focused their attention much more on access and inclusion—with access as a baseline expectation and inclusion operationalized as relationship building—rather than on equity and diversity, areas in which faculty efforts often translated (or not) from their face-to-face teaching experience. We conclude the paper with implications for faculty, educational developers, administrators, and institutions.

Two Stories to Tell: Different Student Outcome Measures Correlate with Different Instructor Adaptations to COVID-19

The coronavirus pandemic severely disrupted college students’ learning experiences. A growing body of research is attempting to examine the impact of faculty efforts to support students during this difficult time. However, different outcomes measures might lead to varying inferences about the impact of instructors’ adaptations to their pedagogy. We explore this potential for varying inferences through a mixed-methods study of 11 courses taught at a Hispanic-Serving Institution in the United States in Spring 2020. First, using qualitative analytical methods, we identify five types of instructional adaptations made by faculty. Second, we use quantitative methods to uncover associations between these instructional adaptations and a variety of course outcome measures. While all of these instructional adaptations were perceived as beneficial by students, only one--ensuring access to instructor time--was significantly correlated with students’ reported motivational and personal gains from their coursework. However, only a different adaptation—ensuring access to class resources—was significantly correlated with reduced equity gaps measured through course grades. We discuss the implications of these findings for researchers, practitioners, and policymakers.

Accessible Technology Course Design Practices for Inclusivity in Nursing Education.

Nursing students are diverse in culture, abilities, and challenges. Universal Design for Learning is a logical and social model to support diverse learning methods. Accessibility tools help measure the efficacy of faculty efforts to make nursing courses accessible to all. The study examines using accessibility software to measure faculty improvements and student engagement in nursing courses over 2 academic semesters. One hundred courses were analyzed 1 year apart for accessibility improvements by nursing faculty. Course accessibility scores significantly rose year after year in almost all courses. Student usage also increased significantly. Lessons learned are presented. Accessibility improvements are worthwhile for enhancing inclusion in nursing programs and student engagement.

Does Remote and/or Virtual Learning Prepare First-Year Physician Assistant Students for Clinical Rotations as Effectively as In-Person Learning?

The coronavirus disease 2019 pandemic has profoundly affected many lives, and the aftermath is still uncertain. Many aspects of life have been affected, including physician assistant (PA) education. The collective efforts of students and faculty, perseverance, and optimism have allowed the uninterrupted preparation of the next generation of PAs. The objective of this study was to understand PA students' perceptions of the effectiveness of remote and/or virtual learning in preparing PA students for clinical rotations. This pilot study was a mixed-methods survey with quantitative and qualitative data involving 3 accredited PA programs in the United States. Statistics were analyzed using SAS 9.4. Ninety-four individuals responded to the survey with a response rate of 46.8%. Response distributions, standard deviations, and means were calculated. Likert scale response means for each survey item were used to estimate the overall perspective of the participants. Most participants highlighted the advantages of flexibility and an opportunity to balance school and family life, but the participants did not favor remote and/or virtual learning platforms for effectively preparing students for their clinical phase. More research on a larger scale is warranted. Including students' hands-on skills performance measures in addition to perceptions could provide objective evidence for the efficacy of remote and/or virtual learning in preparing students for clinical rotations.

Understanding and Fostering Mental Health and Well-Being among University Faculty: A Narrative Review.

In recent years, there has been increasing recognition of mental health concerns in academia, with stress, burnout, anxiety, and depression being reported among faculty members. The demanding work environment, the need to balance personal and professional duties, and the constant pressure of productivity while navigating multiple tasks of teaching, research, mentorship, professional development, and service all impact the mental health and overall well-being of faculty. Higher education institutions have structurally changed as has the research landscape. These changes as well as faculty-specific and student-specific factors coupled to the effect of the COVID-19 pandemic have led to profound effects on the mental health of academics. This paper is a narrative review of the pertinent literature describing faculty mental health and well-being. It summarizes the available evidence on factors influencing faculty mental health and shows the prevalence of anxiety, depression, stress, and burnout among faculty from various academic fields and along the whole academic ladder. Using a suggested framework that collates the efforts of leaders and faculty, the paper concludes by exploring strategies that promote work-life balance among academics and suggesting effective interventions to improve their mental health outcomes.

The contribution of formal and informal mentorship to faculty productivity: Views of faculty in public affairs programs

ABSTRACTThis study examines how mentorship opportunities contribute to the productivity and career growth of public affairs faculty, stratified by gender and race. The study uses primary data coming from an original survey administered at two different points in time (2017 and 2021) to faculty who are part of NASPAA member schools. Results indicate that women and faculty from racially under-represented groups are more likely to receive formal mentoring whereas men and white faculty are more likely to benefit from informal mentoring. Additionally, results show that the relationship between mentoring approaches and research effort differed by the faculty’s member gender and race with formal mentoring contributing to the research effort of men and white faculty across all academic ranks and university types, and informal mentoring contributing to the research effort of mid-career faculty of all genders and races. This study aims to inform individuals and universities about mentoring trends and contributions.

Resident Perceptions of a Teleneurology Curriculum (P8-2.006)

<h3>Objective:</h3> To evaluate resident perceptions of a longitudinal teleneurology curriculum. <h3>Background:</h3> Thirty residents (post-graduate year two through four) participated in a novel year-long teleneurology curriculum, including lectures, interactive workshops, online modules, and level-specific simulated cases with standardized patients. <h3>Design/Methods:</h3> We administered an anonymous Qualtrics survey to participating residents at curriculum initiation and completion, assessing their perspectives on teleneurology education. <h3>Results:</h3> Ten residents completed the initial and 13 completed the follow-up survey (response rate 30% and 43%, respectively). Compared to prior, after the curriculum residents perceived lectures and informal attending feedback less useful (70% to 23%, and 90% to 77%, respectively). Online modules and simulated cases were perceived equally as useful (30% to 23% and 40% to 46%, respectively) before and after the curriculum, although formal clinical attending evaluations associated with simulations were perceived more useful (50% to 61%). Respondents also shifted in self-perception of teleneurology knowledge ability, from not at all/slightly knowledgeable to moderately/extremely knowledgeable, particularly regarding medico-legal issues (40% to 51%), ethics (50% to 69%), infrastructure (40% to 61%), and billing (20% to 38%), however not selection of appropriate patient conditions for teleneurology (70% to 69%). Respondents had no overall change in self-perceived confidence in teleneurology clinical competencies after the curriculum, including technology use (90% to 92%), telepresence and rapport (100% to 92%), examination, diagnosis, and triage (overall, 93% to 91%), and efficiency (80% to 77%). They were less confident in educating patients on teleneurology encounter set-up (80% to 69%), and more so in documentation (80% to 93%) and collaborating remotely with medical teams (50% to 61%). <h3>Conclusions:</h3> Although limited by sample size and survey response rate, our findings have guided educational content and delivery, and allocation of faculty efforts and workflow, in a subsequent teleneurology curriculum iteration. Similar multi-center curricular evaluation may suggest necessary updates in residency milestones inclusive of teleneurology knowledge and skills. <b>Disclosure:</b> The institution of Dr. Chandra has received research support from American Board of Psychiatry and Neurology Faculty Innovation in Education Award. Dr. Zha has nothing to disclose. Dr. Samudralwar has received personal compensation in the range of $500-$4,999 for serving on a Scientific Advisory or Data Safety Monitoring board for Sanofi Genzyme. Dr. Samudralwar has received personal compensation in the range of $500-$4,999 for serving on a Speakers Bureau for Biogen. Dr. Samudralwar has received personal compensation in the range of $500-$4,999 for serving on a Speakers Bureau for EMD Serono. Dr. Bozorgui has nothing to disclose. Miss Deal has nothing to disclose. Mrs. Betner has nothing to disclose. Dr. Jagolino-Cole has received personal compensation in the range of $500-$4,999 for serving as an Editor, Associate Editor, or Editorial Advisory Board Member for American Academy of Neurology - Neurology Clinical Practice Journal. . The institution of Dr. Jagolino-Cole has received research support from McGovern Medical School at the University of Texas Health Science Center at Houston.

Reimagining Research Courses for Scholar Practitioners

This essay shares the ongoing efforts of faculty in one EdD program to embrace applied research methodologies and the shifts made in research coursework to support our doctoral candidates as they explore problems of practice. Framed by third space theory, our redesign work is positioned as the lived experience through which we were able to reflect on and change the traditional space of our advanced qualitative and quantitative method courses. We share our journey from conceptualization to teaching what began, but did not conclude, as two distinct courses including the challenges, successes, and subsequent strategies used in our teaching and development. We reflect on the tensions that arose from our preexisting beliefs about research and the needs articulated by our candidates as well as our navigation of those needs.

Engineering student experience and self-direction in implementations of blended learning: a cross-institutional analysis

BackgroundMuch of researchers’ efforts to foster wider implementation of educational innovations in STEM has focused on understanding and facilitating the implementation efforts of faculty. However, student engagement in blended learning and other innovations relies heavily on students’ self-directed learning behaviors, implying that students are likely key actors in the implementation process. This paper explores the ways in which engineering students at multiple institutions experience the self-directed selection and implementation of blended learning resources in the context of their own studies. To accomplish this, it adopts a research perspective informed by Actor-Network Theory, allowing students themselves to be perceived as individual actors and implementors rather than a population that is implemented upon.ResultsA thematic analysis was conducted in two parts. First, analysis identified sets of themes unique to the student experience at four participant institutions. Then, a second round of analysis identified and explored a subset of key actors represented in students’ reported experiences across all institutions. The findings show clear similarities and differences in students’ experiences of blended learning across the four institutions, with many themes echoing or building upon the results of prior research. Distinct institutional traits, the actions of the instructors, the components of the blended learning environment, and the unique needs and preferences of the students themselves all helped to shape students’ self-directed learning experiences. Students’ engagement decisions and subsequent implementations of blended learning resulted in personally appropriate, perhaps even idiosyncratic, forms of engagement with their innovative learning opportunities.ConclusionThe institutional implementation of blended learning, and perhaps other educational innovations, relies in part on the self-directed decision-making of individual students. This suggests that instructors too hold an additional responsibility: to act as facilitators of their students’ implementation processes and as catalysts for growth and change in students’ learning behaviors. Developing a greater understanding of students’ implementation behaviors could inform the future implementation efforts of faculty and better empower students to succeed in the innovative classroom.

Choosing a Nursing Career During a Global Health Event: A Repeated Cross-Sectional Study.

Although in the past, the decision to enter the nursing profession was mainly due to intrinsic motives, more recent generations present additional extrinsic career choice motives. The motivation of choosing a nursing career may be affected by global health events, such as COVID-19. To examine the motivation for choosing a nursing career during COVID-19. A repeated cross-sectional study was conducted among 211 first-year nursing students at a university in Israel. A questionnaire was distributed during 2020 and 2021. Linear regression evaluated the motives that predict choosing a nursing career during COVID-19. Intrinsic motives were the leading motives for choosing a nursing career in a univariate analysis. A multivariate linear model revealed that choosing a nursing career during the pandemic was associated with extrinsic motives (β= .265, P < .001). Intrinsic motives did not predict choosing a nursing career during COVID-19. Reassessment of motives among candidates may help the efforts of faculty and nursing to recruit and retain nurses in the profession.

La inclusión relacional: examining neoliberal tensions, relational opportunities, and fixed understandings in diversity, equity, and inclusion work in the Global South

AbstractThis study explored efforts of staff, faculty, and students at a Colombian university to materialize diversity, inclusion, and equity (DEI) programs in its institutional practices. Using Communicative Constitution of Organization (CCO) as an informing paradigm, this study proposed to understand institutional DEI as interconnected communicative practices of relational ontology. In addition, this study constituted an effort to recognize novel contours that delink knowledge from hegemonic North Atlantic and Eurocentric paradigms and interrogate epistemologies “embedded in capitalist networks of power” (Dutta &amp; Pal, 2020).Through ethnographic work and in-depth interviews with 23 organizational members, this qualitative study unearthed two tension-laden themes that described (a) the (dis)ordering nature of DEI meanings and (b) the sociality/materiality entanglement of DEI efforts at a Colombia institution of higher education. Combined, our results highlight an inseparable interplay of sociomaterial discourses in DEI and the imperative need to question and contest transnational discourses from North Atlantic and Eurocentric contexts.

The Stacked Community Engagement model: A practical model for developing community-engaged academic medical faculty.

There is an increasing recognition of the benefits of sustained community engagement (CE) that accrue to academic health centers and the communities they serve. However, the success and sustainability of CE projects rely on the efforts of individual faculty, learners, and community members, for whom CE efforts are typically added to their professional and personal priorities and responsibilities. This competition for time and resources between priorities and CE can discourage academic medical faculty from participating in CE activities. The Stacked Community Engagement model is proposed to synergize or "stack" responsibilities and goals onto the scaffolding of CE projects. We examined the literature and expert CE practitioner opinion to identify the challenges faced by community-engaged academic faculty and the key characteristics of CE projects that successfully align and integrate with the priorities of faculty, learners, and community members. We synthesized this information to develop the conceptual Stacked CE model for developing CE academic medical faculty, then illustrated the model in heterogeneous CE programs to explore its generalizability, validity, and robustness. The Stacked CE model, when applied to a specific nutrition education program (The Food Doctors) and outreach program (StreetLife Communities), provided a practical framework for examining the sustained success of a partnership between Medical College of Wisconsin faculty and medical students and the community. The Stacked CE model is a meaningful framework for developing community-engaged academic medical faculty. By identifying overlap and integrating CE into professional activities with intention, CE practitioners can benefit from the deeper connections and sustainability.

Diversity, equity, and inclusion in nursing education: Strategies and processes to support inclusive teaching.

Developing a climate for academic nursing that engages inclusive teaching requires the sustained effort of faculty and leadership. Nursing faculty engage inclusive teaching practices in the day-to-day learning environment, thereby training nurses and future leaders who are capable of addressing complex and diverse health care systems and population-centered needs. Actualizing the personal and professional commitment of faculty to inclusive teaching requires structure and strategies. This paper presents the use of multi-level institutional strategies and processes that supported faculty efforts to integrate DEI focused primarily on inclusive teaching into the curriculum at the University of Michigan School of Nursing. While best practices can vary by institution, we believe the institutional strategies, processes, lessons learned, and resources presented here can assist other academic institutions and nursing faculty as we all work to build a more inclusive nursing classroom and address systems and population-centered needs.